Sign up to receive free email alerts when patent applications with chosen keywords are publishedSIGN UP

Abstract:

A system and method of knowledge assessment provides for a
computer-executable program capable of generating a user's knowledge
profile based on answers to queries posed to the user via a communication
network. The user's knowledge profile can be used for creating a detail
curriculum in a specific academic subject for the user to pursue or for
comparing with the knowledge profile of one or more other users. The
detail curriculum, or knowledge path, arranges the subjects to be learned
in a hierarchical manner so that the user can determine which subject
categories must be mastered before moving to other categories and
concepts.

Claims:

1. A method of knowledge assessment comprising the steps of: providing a
central processor having means for communicating via communication
network, for displaying assessment queries to at least one user, a means
for inputting responses to the assessment queries by said at least one
user, and at least one user to communicate via said communication
network; providing a storage means for storing knowledge database in a
variety of academic subjects; transmitting via said communication network
to said at least one user a plurality of assessment queries derived from
said knowledge database, each of said queries being answerable based on
said at least one user's previously acquired knowledge in one or more
academic subjects; receiving via the inputting means answers to the
assessment queries; generating a knowledge profile of said at least one
user based on the user's answers to the assessment queries; and creating
a graphical image of the knowledge profile of said at least one user in
the context of the knowledge database.

2. The method of claim 1, further comprising a step of transmitting via
said communication network to said at least one user a specific query
related to a selected academic subject, which said at least one user
desires to learn and receiving via the inputting means an answer to the
specific query.

3. The method of claim 2, further comprising a step of generating a
detail curriculum in the selected academic subject based on the answer to
the specific query by said at least one user.

4. The method of claim 2, further comprising a step of generating a
detail curriculum in the selected academic subject based on the answers
made by said at least one user to the assessment queries and the specific
query.

5. The method of claim 2, further comprising a step of generating a
detail curriculum in the selected academic subject based on the knowledge
profile of said at least one user and the answer to the selected query.

6. The method of claim 2, further comprising a step of generating a
detail curriculum based on the knowledge profile of the user in the
selected academic subject and arranging the detail curriculum in a
hierarchical manner.

7. The method of claim 1, wherein the steps of transmitting to said at
least one user a plurality of assessment queries and of receiving answers
to the assessment queries are both implemented via a microprocessor based
computing device or a networked client-server communication system.

8. The method of claim 1, further comprising a step of generating
individual knowledge profiles for a plurality of users and creating a
database of knowledge profiles for each of said plurality of users.

9. The method of claim 8, further comprising a step of comparing the
knowledge profile of said at least one user and knowledge profile of
another user selected from said database of knowledge profiles.

10. The method of claim 9, wherein said step of comparing the knowledge
profile comprises a step of providing an interactive module configured to
be accessed by said at least one user via the communication network to
allow said at least one user to select a knowledge profile from the
database of knowledge profiles.

12. A computer program product encoded in a non-transitory
computer-readable information storage medium comprising:
computer-executable program code for defining a knowledge database in a
plurality of academic subjects and a plurality of knowledge assessment
queries comprising questions in the plurality of academic subjects, said
product being usable with a programmable computer processor to assess a
user's knowledge in the academic subjects, generating a user's knowledge
profile based on the user's answers to the knowledge assessment queries
and creating a graphical image of the user's knowledge profile in the
context of the knowledge database, wherein the programmable computer
processor is disposed in a computing device capable of displaying
information on an interconnected information display device and capable
of communicating, through an interconnected data input device, with a
plurality of users via a communication network.

13. The product of claim 12, wherein the program code causes the
programmable computer processor to compare the user's knowledge profile
to collective knowledge contained in said knowledge database.

14. The product of claim 12, wherein the program code is configured to
receive via the communication network an input from at least one user
containing a specific query related to a designated academic subject,
which said at least one user desires to learn.

15. The product of claim 14, wherein the program code is capable of
creating a detail curriculum based on the knowledge profile of said at
least one user and the specific query related to the designated academic
subject.

16. The product of claim 15, wherein the program code is capable of
arranging the detail curriculum in a hierarchical manner from broad to
narrow subject categories and concepts.

17. The product of claim 12, wherein the program code causes the
programmable computer processor to selectively compare knowledge profile
of one user to knowledge profile of another user within the context of
collective knowledge database.

19. A system for knowledge assessment adaptable for use in a processor
based computing device and in a networked communication environment, the
system comprising: a programmable computer processor; in input device
capable of communicating with the processor via a communication network;
a display device operationally connected to the processor and the input
device; a group of databases comprising knowledge database and assessment
queries related to a plurality of academic subjects stored and
retrievable in the processor; a query builder configured to construct a
set of queries to be answered by said at least one user based on said at
least one user's education in one or more academic subjects; a knowledge
profile creator configured to create knowledge profile of at least one
user using answers by said at least one user to the questions constructed
by the query builder; and a visual image creator configured to create a
graphic image of the knowledge profile of said at least one user within
the context of the knowledge database.

20. The system of claim 19, further comprising a knowledge path creator
configured to create a detail curriculum in a specific academic subject
based on the responses to assessment queries made by said at least one
user.

21. The system of claim 20, wherein the knowledge path creator is capable
of arranging the detail curriculum in a hierarchical manner from broad to
narrow subject categories and concepts.

22. The system of claim 19, wherein said knowledge path creator is
configured to compare knowledge profile of said at least one user with
knowledge profiles of other users.

23. The system of claim 22, wherein the visual image creator is capable
of generating a comparative image of the knowledge profile of said at
least one user with the knowledge profile of one or more other users.

24. The system of claim 20, further comprising an assessment module
configured to compare said at least one user's knowledge profile to
knowledge categories, sub-concepts and specific subjects needed to master
the specific academic subject.

25. The system of claim 24, wherein said visual image creator further
comprises an image builder configured to display on the display device
navigational tools allowing said at least one user to navigate between
broad knowledge categories, concepts and narrow sub-concepts in the
acquisition of knowledge in the specific curriculum.

26. The system of claim 19, wherein said group of databases are comprised
of user-generated learning modules.

27. A system of knowledge assessment comprises: a programmable processor
having an interconnected memory storage means for storing a reference
knowledge database structured around a plurality of academic subjects,
said knowledge database being divided into major categories including
social sciences, applied sciences, natural sciences, humanities and
formal sciences, said memory storage means further comprising at least
one interactive module configured for interface between at least one user
of the system and the reference knowledge database; a query builder
associated with the interactive module for constructing a set of queries
to be answered by said at least one user based on said at least one
user's education in one or more academic subjects; a profile builder
associated with the interactive module for creating knowledge profile of
said at least one user based on responses to the set of queries answered
by said at least one user; a knowledge profile comparison module
associated with the interactive module for comparing knowledge profile of
the at least one user with a knowledge profile of another anonymous user
of the system; and a curriculum builder associated with the interactive
module for developing a specific curriculum for said at least one user
based on said at least one user's response to a specific query related to
a user-selected academic subject.

28. The system of claim 27, wherein said interactive module comprises
processing instructions for interface between said at least one user and
the reference knowledge database, a selection command configured to
select from the reference knowledge database a topic corresponding to
said at least one user's explicit interest in a specific academic area.

29. The system of claim 28, wherein said interactive module further
comprises a retrieval command builder configured to retrieve a specific
curriculum assigned to the specific academic area.

30. The system of claim 27, wherein the interactive module is configured
to assign an objective hierarchical importance to a plurality of topics
constituting the reference knowledge area as it relates to the specific
curriculum.

31. The system of claim 27, wherein the programmable computer processor
is disposed in a computing device capable of displaying information on an
interconnected information display device and capable of communicating,
through an interconnected data input device, with a plurality of users
via a communication network.

32. The system of claim 31, wherein the interactive module is configured
to display on a display connected to the processor, the knowledge
categories, core concepts, and sub-concepts for said at least one user to
acquire within the selected knowledge path.

33. The system of claim 32, further comprising an assessment module
configured to compare said at least one user's knowledge profile to the
knowledge categories, sub-concepts and specific subjects needed to master
the specific academic subject.

34. The system of claim 32, further comprising an image builder
configured to display on the interconnected display navigational tools
allowing said at least one user to navigate between broad knowledge
categories, concepts and narrow sub-concepts in the acquisition of
knowledge in the specific curriculum.

Description:

CROSS-REFERENCE TO RELATED APPLICATIONS

[0001] This is a continuation-in-part application which claims the
priority benefit of U.S. patent application Ser. No. 12/657,910.

STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH AND DEVELOPMENT

[0002] Not applicable.

REFERENCE TO A "SEQUENCE LISTING APPENDIX"

[0003] Not applicable.

BACKGROUND OF INVENTION

Field of the Invention/Technical Field

[0004] This invention relates to an interactive educational system and
method providing an enhanced computer-based assessment of a user's
knowledge base within broad narrow fields of knowledge, as well as
learning and testing modules. It also relates to a method and system for
assessing the knowledge level of an individual within a specific field of
knowledge and creating a defined curriculum for increasing the knowledge
level within such specific field.

[0005] It is important in commerce to understand the extent of what
business partners or employees know about specific fields of knowledge.
For educational background, there are four gross representations of
people's knowledge. They are, from broadest to most specific: 1) a degree
from an educational institution pertinent to the field of study
(including honors applied such as magna or summa cum laude), 2) the grade
point average, usually a numerical scale from 0-4 depicting the average
achievement among courses pursued, 3) grades among individual courses and
ultimately 4) individual grades for tests or quizzes in courses.
Currently the means by which one transmits one's own or others
educational breadth is through the means of a resume, curriculum vitae,
transcript from an educational institution, word of mouth, or (slowly)
feedback based performance.

[0006] Incumbent among these traditional means is a large degree of
non-specificity and variability which hamper both the transmitter of
information about ones own knowledge breadth and the evaluator of this
information. For example, when applying for employment, candidates are
usually required to submit a resume with a broad swath of information,
through which the intellectual competency of the candidate can be broadly
ascertained. However, the inherent variability in teacher evaluations,
courses proffered, and institutional reputation leaves the evaluator with
only a broad notion of the educational competency relative to the
requirements that are required for an employment position. The evaluator
tasked with perusing numerous applications based on limited information
can lose valuable candidates due to this variability and non-specificity.
Similarly, the candidate him/herself may not be able to accurately
represent the breadth of their own knowledge in such a consolidated and
traditional form, which may be important for performing the required
tasks for the applied position.

[0007] In addition, it is often necessary to compare the relative
educational breadths of one to another in very specific subtopics.
Currently, the traditional means listed above do not provide but more
than a relative glance of one's educational breadth in specific fields.
Rather conversation, for instance in an employment situation, and
performance-based feedback, is utilized to evaluate ones field-specific
knowledge. Both of these means are time consuming, variable in their
accuracy, expensive, and the differences extant between those evaluated
are hard to represent.

[0008] Because current means of knowledge representation for individuals
is unreliable, when an individual wants to learn more about specific
topics, the starting points and learning paths to the educational goals
are ill-defined. Currently the means by which people learn about the
paths of knowledge to specific topics is done by pursuing an educational
curriculum. This is done broadly by the choosing of specific majors,
which then entail necessary courses having detailed syllabi showing the
curriculum. However, these current means has a number of deficiencies:
First, the ability to evaluate many curriculums is slow. Second,
traditional curriculums do not allow one to rapidly determine whether
other individuals are interested in similar educational goals. Third, one
is not able to create one's own curriculum based on interest of a very
specific subtopic (for example, the means by which one can determine all
the necessary knowledge topics in order to understand the function and
use of a particular type of transistor). Fourth, there are no means by
which traditional curriculums can define the specific educational
prerequisites required to learn what another person knows (for example, a
means by which Bob can determine all the necessary knowledge topics he
should learn, in order to match what Jane knows about muscle physiology).

[0009] The present invention contemplates elimination of drawbacks
associated with conventional systems and methods of knowledge assessment
and provision of an interactive learning and testing system and method
that overcomes the problems associated with prior art systems.

SUMMARY OF THE INVENTION

[0010] It is, therefore, an object of the invention to provide a system
and method of knowledge assessment and provision of an interactive
learning and testing system for devising a curriculum of study within a
designated knowledge field.

[0011] It is another object of the invention to provide an enhanced
computer-based reference base for use as learning and testing tool.

[0012] It is still another object of the invention to provide an
interactive testing system to assess a user's knowledge level in broad
and narrow fields.

[0013] A further object of the invention is to provide an interactive
learning and testing system in which each topic is provided with an
objective rating of relative importance or difficulty.

[0014] It is yet another object of this invention to provide a system for
efficiently and accurately testing user knowledge.

[0015] It is yet another object of this invention to incorporate
user-generated learning modules into an interactive system. These modules
are detailed in provisional patent applications, A METHOD AND SYSTEM FOR
CREATING SHARABLE PURPOSE-SPECIFIC LEARNING MODULES 61/684,783 (hereby
incorporated by reference) filed on Aug. 19, 2012 and A METHOD AND SYSTEM
FOR CURIOSITY-BASED PEER TO PEER LEARNING 61/684,786 file on Aug. 19,
2012 (hereby incorporated by reference).

[0016] It is another object of the invention to provide a system capable
of generating unique curriculums for learning a specific topic within a
designated academic subject or field. These and other objects of the
invention are achieved through provision of a system for knowledge
assessment adaptable for use in a processor based computing device and in
a networked communication environment. The system comprises a
programmable computer processor, in input device capable of communicating
with the processor via a communication network, a display device
operationally connected to the processor and the input device. The system
also comprises a group of databases including knowledge database of
academic subjects and a database of assessment queries related to the
academic subjects stored and retrievable in the processor.

[0017] A query builder is capable of constructing a set of queries to be
answered by the users in one or more academic subjects. A knowledge
profile creator is capable of creating knowledge profile of the users
while processing answers by the users to the questions constructed by the
query builder. A visual image creator creates a graphic image of the
knowledge profile of one or more users within the context of the
knowledge database. The processed data can be used to compare knowledge
profiles of two or more users based on their answers to the queries and
within the context of the academic knowledge database.

[0018] The processed data can also be used for generating a knowledge
path, or detail curriculum in a selected academic field, which the user
desires to pursue. The generated detail curriculum can be arranged in a
hierarchical manner

[0019] Other important objects and features of the invention will become
apparent to one of ordinary skill in the art in view of the descriptions
that follow.

BRIEF DESCRIPTION OF THE DRAWINGS

[0020] Reference will now be made to the drawings, wherein like parts are
designated by like numerals, and wherein

[0021]FIG. 1 is schematic flow chart of the system of the present
invention.

[0022] FIG. 2 illustrates the first step a user performs according to the
method and system of the present invention.

[0023] FIG. 3 graphically illustrates a user's knowledge profile generated
by a computer in the method and system of the present invention.

[0024] FIG. 4 graphically illustrates a step in the method where the
user's knowledge profile is evaluated in the context of collective
knowledge.

[0025] FIG. 5 graphically illustrates an interactive step where the user's
knowledge profile is evaluated within the context of five core knowledge
categories.

[0026] FIG. 6 graphically illustrates an interactive step where the user's
knowledge profile is evaluated within the context of an exemplary core
knowledge category of Formal Sciences.

[0027] FIG. 7 graphically illustrates an interactive step where the user's
knowledge profile is evaluated within the context of an exemplary
knowledge area of mathematics.

[0028] FIG. 8 graphically illustrates an interactive step where the user's
knowledge profile is evaluated within the context of a knowledge area of
a subject sub-category.

[0029] FIG. 9 graphically illustrates an interactive step where the user's
knowledge profile is evaluated in a detail area of subject core concepts.

[0030] FIG. 10 graphically illustrates an interactive step where the
user's knowledge profile is compared with the knowledge profile of
another individual in broad categories of knowledge base.

[0031] FIG. 11 graphically illustrates a step in the method where the
user's knowledge profile is compared with the knowledge profile of
another individual against the context of collective knowledge.

[0032] FIG. 12 graphically illustrates a step in the method where the
user's knowledge profile is compared with the knowledge profile of
another individual within the context of five core knowledge categories.

[0033] FIG. 13 graphically illustrates a step in the method where the
user's knowledge profile is compared with the knowledge profile of
another individual within the context of an exemplary core knowledge
category of Formal Sciences.

[0034] FIG. 14 graphically illustrates a step in the method where the
user's knowledge profile is compared with the knowledge profile of
another individual within the context of an exemplary knowledge area of
mathematics.

[0035] FIG. 15 graphically illustrates an interactive step where the
user's knowledge profile is compared to the knowledge profile of another
individual within the context of a knowledge area of a subject
sub-category.

[0036] FIG. 16 graphically illustrates an interactive step where the
user's knowledge profile is compared to the knowledge profile of another
individual in a detail area of subject core concepts.

[0037] FIG. 17 graphically illustrates an interactive step where the
user's personal curriculum is created in a specific subject.

[0038] FIG. 18 graphically illustrates an interactive step where the user
can compare the user's personal curriculum to the collective knowledge in
the specific subject.

[0039] FIG. 19 graphically illustrates an interactive step where the user
compares the user's curriculum within the context of five care knowledge
categories.

[0040] FIG. 20 graphically illustrates an interactive step where the user
compares the user's curriculum within the context of a specific subject
of Neuropsychology.

[0041] FIG. 21 graphically illustrates an interactive step where the user
compares the user's curriculum within the context of a specific subject
of mathematics in the specific area of Neuropsychology.

[0042] FIG. 22 graphically illustrates an interactive step where the user
compares the user's curriculum with the knowledge base divided into
sub-concepts in the specific subject.

[0043] FIG. 23 graphically illustrates an interactive step where the user
compares the user's curriculum with the required curriculum in the
exemplary subject of Neuropsychology.

[0044] FIG. 24 graphically illustrates an interactive step where the user
compares the user's knowledge profile and the user's curriculum and
identifies the subjects necessary to achieve an educational goal.

[0045] FIG. 25 graphically illustrates an interactive step where the user
compares the user's knowledge profile and the user's curriculum and
identifies the subjects necessary to achieve an educational goal.

[0046] FIG. 26 graphically illustrates an interactive step where the user
compares the user's knowledge profile and the user's curriculum and
identifies the subjects necessary to achieve an educational goal.

[0047] FIG. 27 graphically illustrates different steps that may be used to
create a knowledge base.

[0048] FIG. 28 graphically illustrates different steps that may be used to
create assessment queries.

[0050] FIG. 30 graphically illustrates different types of algorithms that
may be used to generate a knowledge path.

DETAIL DESCRIPTION OF THE INVENTION

[0051] This invention is designed to increase the ability of persons to
evaluate theirs or another's breadth of knowledge, compare ones knowledge
to another and create self-defined curriculums, in a simple interactive
visual format. The interactive nature of the invention both allows one to
grossly assay and transmit their broad educational background and also
examine very specific subtopics of one's knowledge. This allows both the
evaluator and transmitter of information to more rapidly
ascertain/present a more accurate evaluation of the breadth of one's
knowledge, allowing a more correct determination of the breadth of one's
knowledge than is currently available (for example, when an employer is
examining applications for hiring, he/she would have more accurate
information regarding the specific subtopics of knowledge unique to
individual applicants). In addition, this invention allows rapid
comparison of one's own knowledge with one or more persons from very
broad topics down to very specific subtopics and allows one to rapidly
evaluate and create curriculums with self-defined destinations.

[0052] In this description, the term "knowledge horizon navigator" refers
to an interactive tool designed to zoom in and out of a "circle of
knowledge" subscribed by a "knowledge horizon." All areas within the
circle of knowledge represent the collective knowledge, while the area
outside of the circle of knowledge relates to "the unknown." The term
"knowledge path" refers to a personal curriculum created in a specific
subject.

[0053] In accordance with this invention, FIG. 1 depicts a process flow
associated with the system of knowledge assessment. The steps of the
method, such as a step of transmitting to one or more user a plurality of
assessment queries and of receiving answers to the assessment queries are
both implemented via a microprocessor based computing device or a
networked client-server communication system. The method of the instant
system is conducted using a proprietary software program and a
microprocessor-based CPU 12 with the installed knowledge assessment
system. It will be understood that the CPU may be accessed either
directly or through a remote connection 14, such as a remote computer
network. A web deployed e-learning knowledge assessment system for remote
evaluation of users' knowledge base and development of the user-specific
curriculum is provided for implementation of the method of this
invention. The interactive program is capable of generating visual images
displayed on a computer monitor, guiding the user step-by-step during the
process.

[0054] A monitor is connected to the CPU 12 to allow display of visual
information and images generated by the interactive module uploaded into
the CPU 12. An input device, such as a keyboard connected to the
processor 12 allows interactive communication between the user and the
processor.

[0055] The method comprises five major architectural blocks, or steps: the
first step 20 involves user's input, where the user is prompted to fill
out a questionnaire about the user's educational background, hobbies,
skills, and areas of personal study. The second major block 30 involves
several steps, when the information generated in step 20 is processed
using the computer algorithm, and then a graphical representation of the
user's knowledge profile within a larger graphically represented
knowledge base is generated.

[0056] It is contemplated that this knowledge base 100 can be generated
from many sources. FIG. 27 shows an example of three different ways by
which a the knowledge base may be generated. In one embodiment of this
invention there could be simple manual input of the data by designating
the taxonomical and sequencing-related parameters 97. In another
embodiment there could be an manual input of concepts, core concepts and
actions 98 as in international patent application PCT/US11/2261. Here
"manual input" is meant to indicate data entry by a nominal graphical
user interface with input fields for the required data. The knowledge
base is populated by input to a cpu connected to a monitor and is stored
on one or more readable/writable computer memory components such as but
not limited to a hard drive or flash drive. In yet another embodiment the
knowledge base could be generated by the manual input or
algorithmic-based composite sequencing of numerous learning modules 99 as
in application A METHOD AND SYSTEM FOR CREATING SHARABLE PURPOSE-SPECIFIC
LEARNING MODULES 61/684,783.

[0057] The third major block 50 contains several steps, when a visual
profile of the user is compared to a visual profile of another person.
The fourth major block 70 provides for the steps of creating the user's
knowledge path, or personal curriculum within the goal of identifying
specific subjects that the user should master to obtain a degree or
substantial knowledge in a particular subject area. The final major block
90 provides for the user's review of the generated personal curriculum
containing concepts and core concepts in the knowledge path to understand
the defined subject area.

[0058] FIG. 2 is a detail view of a step, during which the system
transmits the assessment queries related to the user's educational
background and acquired knowledge. In the step 20 the user fills out one
or more questionnaire tables. The computer program embodied in a
computer-readable medium prompts the user to answer a series of questions
related to his educational background, skills, etc. A fragment of a
questionnaire is shown in detail in several exemplary queries, such as
the extent of the formal education, any degree obtained, skills in
cabinetmaking, the area of undergraduate study, etc. It will be
understood that numerous variations of the questionnaire can be created
using the computer program of this invention. In the example shown in
FIG. 2, the user, "Person A," has graduated from the university with a
major in Biology and a vocational school with a focus on Cabinetmaking.

[0059] It is contemplated that the assessment queries 101 can be generated
by multiple means as seen in FIG. 28. In one embodiment 102 the queries
can be manually input into the systems database referenced by their
taxonomic fields . In another embodiment 103 the queries can be computer
generated by a web-based crawl similar to a Google crawler that indexes
web pages. Here, specific parameters are used to filter text as "a query"
that is related to a specific taxonomy and these queries can be input
into the systems database. In yet another embodiment 104 the queries can
be user-generated by specific narrative types in purpose-specific modules
as in A METHOD AND SYSTEM FOR CREATING SHARABLE PURPOSE-SPECIFIC LEARNING
MODULES 61/684,783 and A METHOD AND SYSTEM FOR CURIOSITY-BASED PEER TO
PEER LEARNING 61/684,786. The assessment queries are stored on one or
more readable/writable computer memory components such as but not limited
to a hard drive or flash drive via connection to a cpu. For example,
learning modules with the Bloom Narrative in application 61/684,786 are
queries that can be related to the user's designation of a knowledge
subject. The query-based narratives such as a the Bloom Narrative can be
extracted from multiples of these learning modules and used for knowledge
assessment.

[0060] Once the user completes the questionnaire in step 20, the computer
algorithm translates the answers into an interactive hierarchical
graphical representation of the user's knowledge ("knowledge profile")
overlaid on a graphical representation of a larger visualized knowledge
base ("all knowledge"). As can be seen in FIG. 3, the major step 30 shows
the knowledge profile 31 of the user clustered within a larger field of
"all knowledge." The all knowledge" field is defined by "knowledge
horizon" circle 33. The area outside the circle 33 is "the unknown."

[0061] The major block 30 comprises several steps, including a step 32 of
zooming out of the knowledge horizon navigator to the highest "altitude,"
as graphically illustrated in FIG. 4. In the step 32, the user can
visually apprehend the extent of the collective knowledge and the user's
knowledge 31. The radius of the circle of knowledge represents the
complexity and time required to learn a particular topic. Less complex
subjects, such as for instance arithmetic, lie toward the center 29 of
the circle 33, while more complex topics (those with many prerequisite
concepts of understanding) such as for instance linear algebra are
located closer to the circumference.

[0062] The next step 34 in the major block 30 allows the user to zoom in
to a lower altitude using the knowledge horizon navigator of the present
system. In this step, the program divides the knowledge base required for
a specific degree into five core knowledge categories or segments: social
sciences segment 35, applied sciences segment 36, natural sciences
segment 37, humanities segment 38, and formal sciences segment 39. As can
be seen in FIG. 5, the zoom height can be selected by the user, and a
degree, which the user seeks to obtain, can be moved between the core
segments of knowledge.

[0063] FIG. 6 illustrates the next step 40 in the process of generating
the user's profile. At this step, the user zooms to a lower altitude and
is guided to operate within a specific core knowledge category. In the
example shown in FIG. 6, the user can view a specific segment of core
knowledge category of formal sciences, which is subdivided into basic
knowledge areas, or subdivisions: computer sciences 39a, mathematics39b,
and systems science 39c. The subdivisions 39a, b, and c, each contain a
shaded area, 39d, 39e, and 39f, respectively, which correspond to the
knowledge areas of the user.

[0064] The user's knowledge can be further detailed in a step 42 (FIG. 7),
where the computer displays further details of the user's knowledge
within a particular subdivision of mathematics (subdivision 39b). Within
this particular subdivision, the knowledge base is further subdivided
into several fundamental concepts, such as algebra, analysis, probability
theory, logic, etc. The user's knowledge profile is represented by the
shaded area of small segments within the subdivision 39b.

[0065] The architectural block 30 comprises an optional selectively chosen
further step 45, schematically illustrated in detail FIG. 8. At this
step, the user operates the CPU to zoom in to a defined level n, where
the user can see visual representations of the concepts, subdivisions and
sub-concepts in a fundamental core concept.

[0066] The user can also selectively move to a step 46, shown in detail in
FIG. 9, where the user can zoom in to the lowest altitude to learn the
fundamental core concepts that are included in hierarchical manner, from
broader concepts to the narrow core concepts. In the exemplary
illustration of FIG. 9, the user's knowledge profile is designated by the
shaded areas. In this illustration, the user has knowledge of such core
concepts in the subject of algebra as inverse operations, real number
system, etc. The user does not posses the knowledge of the core concepts
of exponential notation, real numbers, absolute value, etc.--the concepts
shown in non-shaded areas of the detail table 47 in FIG. 9.

[0067] It is contemplated that the core concepts can be derived from
multiple sources in the knowledge base 100 as seen in FIG. 29. In the
case of manual method 97 of input into a knowledge base 100, the core
concepts could be text of a particular concept type. In FIG. 30 there is
an embodiment of a graphical user interface wherein the core concept is
text 108 that is input into a text field 105 and submitted via an input
button 106 into the knowledge base 100. In FIG. 30 is another embodiment
wherein input into the knowledge base 100 is done by the module input
method 99. Here, in an embodiment of a graphical user interface wherein
the core concept is the text 109 of a nested descriptor 107 in a learning
module as in A METHOD AND SYSTEM FOR CREATING SHARABLE PURPOSE-SPECIFIC
LEARNING MODULES 61/684,783. In yet another embodiment wherein input into
the knowledge base 100 is done by the module input method 99, the core
concept could be the text 110 of a fact/information type 108 of a
learning module as in A METHOD AND SYSTEM FOR CREATING SHARABLE
PURPOSE-SPECIFIC LEARNING MODULES 61/684,783. In yet another embodiment
the core concepts could be both nested descriptors and the
fact/information type of a learning module.

[0068] The architectural block 50 of the process contains several steps
that allow the user to compare his/her knowledge profile with the
knowledge profile of another person in the same or similar knowledge
path. This imaginary individual is referred here for the purposes of
simplification as "Person B." The computer program of this invention
generates an image shown in detail in FIG. 10 that contains the knowledge
profile 30 of the user and knowledge profile 51 of Person B. The
knowledge profile 51 can be selected by the user from a list stored in a
remote central database. The knowledge profile 51 can be selected based
on location, name, career path and other suitable criteria.

[0069] The program of the instant invention is also capable of generating
an image 52 where the user's knowledge profile 31 is overlaid onto the
knowledge profile 51 of Person B. In this illustration, the user's
knowledge profile is lightly shaded; the knowledge profile of Person B is
darker shaded; and the overlap 53 of the knowledge profiles 31 and 51 has
the darkest shading.

[0070] The software is capable of performing a step 54 by generating a
detail image shown in FIG. 11, where the user zooms out of the knowledge
horizon navigator to the highest possible altitude when comparing the
user's knowledge profile 31 with the knowledge profile 51 of person B. In
this step, the software generates an image wherein the comparative
knowledge bases 31 and 51 are represented in the context of the
collective knowledge 32 contained within the knowledge horizon circle 33.

[0071] FIG. 12 illustrates a step 56, which allows the user to compare the
user's knowledge profile with the profile of Person B in the context of
five core knowledge categories: social sciences, applied science, natural
sciences, humanities and formal sciences. The segments 35-39 of the
knowledge circle 32 are overlaid with the shaded area 31 representing the
user's knowledge profile and darker shaded areas 51, representing Person
B's knowledge profile. Where the knowledge base of the user and the
knowledge base of person B overlap the shaded areas are the darkest. In
the visual presentation of FIG. 12, the exemplary overlap illustrates
that the user has more knowledge in the core knowledge category of
humanities and formal sciences than person B, but Person B has more
overall knowledge of natural sciences, humanities and applied sciences.

[0072] The user can also perform an optional step 58 of comparing the
user's knowledge in one or more core categories, such as for instance
formal sciences, with the knowledge profile of Person B. In the exemplary
illustration in FIG. 13, the formal sciences, is shown divided into
sub-categories of computer sciences, mathematics, and system sciences. In
this example, the user has more knowledge of computer science,
mathematics and system science than person B. The schematic shading 31
designating the user's knowledge overlaps the shaded areas 51 of Person
B's knowledge profile in the detail view in FIG. 13.

[0073] Using the same program and navigating to a still lower altitude
allows the user to see an illustration of how the user's knowledge base
compares to the knowledge base of person B in a more specific subject.
The illustration of FIG. 14 graphically illustrates step 60, which allows
the user to evaluate his knowledge base, as compared to the knowledge
base of person B, in such sub-concepts of mathematics as algebra,
analysis, geometry, logic, etc. In this example, the detail view in FIG.
14 the user has more knowledge in all sub-concepts of mathematics than
person B.

[0074] In the illustration of FIG. 15, the user can perform a step 62,
which allows the user to zoom to an n level. This level represents the
number of zoom states necessary to subdivide the concepts into
fundamental core concepts and compare user's knowledge base with that of
Person B.

[0075] Another optional step 64 illustrated in FIG. 16 allows the user to
compare the user's knowledge profile with the knowledge profile of Person
B at the lowest "altitude," where the core concepts are organized
hierarchically by core concepts. In the detail table 65, the core
concepts of mathematics are compared similar to the step 60. However, an
additional image is generated, as shown in table 66, where hierarchical
structure of one of the core concepts, for instance Logic, is broken down
into sub-concepts, such as converse accidents, complex questions, etc. In
the exemplary illustration of FIG. 16, the user's knowledge base 31
overlaps the core concepts that person B mastered, such as inference,
argument, etc. Person B still needs to learn other sub-concepts in the
study of Logic.

[0076] FIG. 17 illustrates the block of steps 70 when the personal
curriculum, or knowledge path in a specific subject, for instance
Neuropsychology, is generated. In this step, the program uses the data
input of step 20 (FIG. 17a) to create the curriculum based on the
user-selected knowledge path (FIG. 17b). The computer algorithm
determines all of the core concepts that exist as prerequisites (closer
to the center 29 of the knowledge circle 33) to the selected
subject/degree and highlights then on the knowledge horizon navigator. In
the illustrative example of FIG. 17b, the user can determine what the
user needs to learn in order to understand the latest discoveries in the
selected subject, for instance neuropsychology. The shaded area 71 in
FIG. 17b represents the topics the user can learn from scholarly
publications, magazines, etc. The user can "zoom in" on this particular
core concept, and see the names of the publications and other works,
which lead on the knowledge path to learning the latest developments in
the chosen subject.

[0077] It is contemplated that the algorithm that creates the knowledge
path can be created by many different means as shown in FIG. 30. For
example, if the knowledge base 100 is generated by the manual input
method 97 a simple algorithm 111 that follows the order of the
prerequisite-arranged concepts that make up the knowledge base 100 in
between two concepts, can be used to generate the knowledge path 70. If
the knowledge base 100 is generated by the compilation of user-generated
learning modules 99 than there are several example simple algorithms that
would allow generation of a knowledge path 70. For example one algorithm
112 that makes up the knowledge path 70 is one that determines the user
frequency of the most commonly followed learning modules between two
taxonomies and than sequences one or more user-generated learning
modules, which than function as the knowledge path. These learning
modules are detailed in A METHOD AND SYSTEM FOR CREATING SHARABLE
PURPOSE-SPECIFIC LEARNING MODULES 61/684,783. In yet another embodiment
another algorithm 113 links the core concepts that are the
fact/information type of one or more learning module as in A METHOD AND
SYSTEM FOR CREATING SHARABLE PURPOSE-SPECIFIC LEARNING MODULES
61/684,783. In yet another embodiment, another algorithm 114 that makes
up the knowledge path can be one that determines the user frequency of
the most commonly followed fact/information types in the learning modules
between two taxonomies and than sequence these fact/information types
which than function as the knowledge path. In another embodiment, another
algorithm 115 that makes up the knowledge path can be one that determines
the frequency of the same/fact information types in multiple modules that
are used by different people. After determining this, than one can
sequence these fact/information types which than function as the
knowledge path.

[0078] FIG. 17c is generated by the computer algorithm when the knowledge
path of the user is overlaid onto the knowledge profile of the user in
the selected subject of neuropsychology. In this example, the segment 72
represents the core concept of biology, where the user still needs to
learn more; a segment 73 represents a core concept of psychology, which
also requires more learning; a segment 74 represents English and
composition, where the user already has sufficient knowledge; and the
segment 75 represents mathematics, where the user has insufficient
knowledge. Of course, depending on the selected knowledge path, the
segments 71-75 may represent different subjects and core concepts.

[0079] The software of the instant system can be used to zoom in and out
of the knowledge horizon navigator. An optional step 76 illustrated in
FIG. 18 shows the user zooming out at the highest altitude to compare
his/her knowledge with the knowledge path of the personal curriculum in
the selected subject of neuropsychology. Some of the required segments,
such as segment 71 extend out to the knowledge horizon 33, where new
knowledge relating to neuropsychology is being created, where experiments
are conducted, where articles on discoveries are published in relevant
scholarly journals.

[0080] The user can also zoom in using the knowledge horizon navigator to
compare the user's knowledge with the knowledge path to the selected
subject of neuropsychology. As shown in FIG. 19, the optional step 77
allows the user to determine in which of the five knowledge categories
(social sciences, applied sciences, natural sciences, humanities and
formal sciences) the user needs to acquire more knowledge. The light
shaded areas in FIG. 19 represent the user's existing knowledge or
knowledge profile; darker shaded areas 71 represent knowledge path
(personal curriculum) to neuropsychology, while the darkest shaded areas
78 represent knowledge overlap.

[0081] Zooming in to a lower altitude allows the user to compare his
knowledge profile to the computer-generated knowledge path in more
detail. In the illustrative example of FIG. 19, the optional step 79 is
shown. Here, the core knowledge category of formal sciences 39 is divided
into three basic areas, each defined by a segment: computer science 39a,
mathematics 39b, and system science 39c. When user's knowledge profile is
overlaid with the required curriculum, the user can see the dark shaded
areas 39g and 39h demonstrating that the user already has sufficient
knowledge in computer science but is lacking in the subject of
mathematics.

[0082] The user can also zoom into a still lower altitude level, where the
knowledge area of mathematics is subdivided into its fundamental
concepts. This optional step 80 is illustrated in FIG. 21. At this
altitude, the fundamental concepts identified in the personal curriculum
are shown closer to the center 29 of the knowledge horizon 33. The
fundamental concept of mathematics is shown subdivided into more specific
sub-concepts of algebra, geometry, analysis, topology, etc., as shown in
detail in segment 80a. In the segment 80a, the user's knowledge profile
31 is overlaid over the required sub-concepts. Here, the user can see
that the user needs to learn significantly more in the subject of algebra
(segment 81) in order to understand neuropsychology.

[0083] An optional step 82 illustrated in FIG. 22 allows the user to zoom
in to n-level altitude comparing the user's computer-generated curriculum
with the knowledge path to neuropsychology. Each of the overlapping
shaded areas can be zoomed into in order to subdivide the concepts or
sub-concepts into smaller segments of fundamental core concepts.

[0084] FIG. 23 illustrates a step 84, where the user zooms into the lowest
altitude to compare the user's knowledge profile to the specific
curriculum or knowledge path to neuropsychology. At this altitude, the
user can see the fundamental core concepts organized hierarchically by
core concepts; the user must master concept A before the user moves to
study concept B or concept C, etc. In this example, the user's knowledge
profile shows what core concepts the user knows and which he/she has not
mastered as yet. The user cam see the core concepts on the knowledge path
to neuropsychology and these core concepts overlap the knowledge profile
created by the system. In the illustrated example, the user needs to
learn inverse operations identified by numeral 85 in the table 47.

[0085] The system also allows the user to examine in detail the concepts
and core concepts in the system-created knowledge path in order to
understand a specific subject. The step 90 shown in FIG. 24 compares the
user's knowledge profile relative to the knowledge path to the chosen
subject, shown overlaid in the circle 32. The detail view of the segment
91 broken down into core concepts is shown in FIG. 25. In this example,
the user can easily see that the first thing the user must learn is
biology, identified as segment 91, a subject which is more important on
the knowledge path to neuropsychology than other subjects. More
specifically, the user must learn molecular biology identified by numeral
92 in the table of FIG. 25.

[0086] The other areas where the learning must concentrate are psychology,
as identified by numeral 93 and mathematics, identified by numeral 94.
When the user highlights a concept in either the graphical interface or
in the incremental and hierarchical list of concepts interface, the
concept is highlighted in both, as shown at 95 in FIG. 24.

[0087] FIG. 26 illustrates incremental knowledge path from the user's
current knowledge base to neuropsychology by concept titles. The table of
FIG. 26 shows a concept of calculus identified by numeral 96 subdivided
into sub-concepts, such as derivatives, limits, integrals, etc. As the
user explores deeper into the knowledge areas within the knowledge path
moving from knowledge area to concepts, then to cob-concepts, then to
core concepts, the user can navigate within the graphical interface of
FIGS. 18-23. The system-created images allow the user to work with the
incremental and hierarchical lists of concepts interface, revealing the
details of the personal curriculum created by the system.

[0088] The interactive system of the present invention provides for the
use of a memory in the CPU 12 configured to store a large reference
database structured around a plurality of academic subjects in its
knowledge database. This reference source assigns a specific knowledge
area its designated place in the collective knowledge base. The memory
also stores at least one interactive module configured for interface
between the user of the system and the reference database. The
interactive module comprises a question set configured to allow the user
to input the user's scope of academic topics the user had mastered
through a formal or informal educational process. The interactive module
monitors the user's responses and, based on the user's input in the
question set, generates a profile corresponding to the knowledge of the
user of the specific academic topics. The system creates a module of
user's knowledge or knowledge profile that can be compared to a
collective knowledge in a plurality of subjects and academic disciplines.
The interactive module also allows the user to select, from a plurality
of anonymous inputs of other system users, a knowledge profile of another
person and compare the user's knowledge profile with that other person's
knowledge profile.

[0089] The interactive module is further configured to generate a specific
curriculum, or knowledge path based on the user's selection of a
particular subject from the reference database. The interactive module
comprises processing instructions for the interface between the user and
the reference database, a selection command configured to select from the
reference source a topic corresponding to the user's explicit interest in
a specific academic area. This phase encompasses designing and
implementing structures to effectively manage information or knowledge
within the specific academic area.

[0090] A retrieval command is configured to retrieve a specific curriculum
or knowledge path assigned to the specific academic area. The system
assigns an objective hierarchical importance to a plurality of topics
constituting the knowledge area as it relates to the specific curriculum.
The processor 12 executes the interactive module, displaying on a display
connected to the processor, the knowledge categories, core concepts, and
sub-concepts for the user to acquire within the selected knowledge path.
An input device operationally connected to the processor allows
communication between the user and the processor.

[0091] The interactive module is configured to allow the user to compare
the user's knowledge profile to the core concepts, sub-concepts and
specific subjects needed to master the selected subject. The comparative
result is displayed on the display, allowing the user to navigate between
broad categories, concepts and narrow sub-concepts in the acquisition of
knowledge in the knowledge path.

[0092] Many changes and modifications can be made in the system of the
present invention. We, therefore, pray that our rights to the present
invention be limited only by the scope of the appended claims.

Patent applications in class Response of plural examinees communicated to monitor or recorder by electrical signals

Patent applications in all subclasses Response of plural examinees communicated to monitor or recorder by electrical signals